In this webinar, first in a series of three, veteran state education agency leaders and rural experts Hobart Harmon and Richard Layman discuss the unique issues confronted by rural districts (e.g., few management systems, limited fiscal capacity, little evaluation capacity, etc.) and how rural implementation of new initiatives might differ from non-rural implementation. In addition, the presenters examined several specific examples of capacity limitations that could influence implementation in rural districts (e.g., no funded position focused on data analysis, overburdened administrators, faculty recruitment and retention issues, etc.). The webinar established a foundation for the second in the series, which concentrates on how states can differentiate support to rural districts to enhance their capacity to execute initiatives successfully.
This paper from the Center on Innovations in Learning expands upon the standard definition of personalized learning to assert a multidimensional role for the teacher and vivify the place of motivation, metacognition, and social and emotional competency in personalized learning.
The standard definition of "personalized learning" stresses instruction that is varied in pace, method, objectives, and content for each student and tailored to the student’s interests and preferences. Technology is seen as a means to efficiently manage this level of differentiation, access a cornucopia of learning opportunities and resources, and give the student greater control over his or her learning. This paper expands upon the standard definition of personalized learning to assert a multidimensional role for the teacher and vivify the place of motivation, metacognition, and social and emotional competency in personalized learning. Although this more comprehensive approach to personalized learning may be facilitated by technology, its tenets may be applied without technology or, more likely, in a blended context. Following an explication of this broader view of personalized learning, a lesson plan format is provided as a structure for personalizing learning.
As states are developing plans for federal education spending and rethinking systems and strategies, this new resource from The Center on Great Teachers and Leaders and its partners offers chief state school officers and state education leaders a vision for creating a talent system for great teachers, key state actions for building a talent system, and guidance for using ESSA-consolidated state planning to drive high-leverage talent systems.
This policy report, co-released by the National Institute for Early Education Research (NIEER) and the Center on Enhancing Early Learning Outcomes (CEELO), discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education students, in state-funded pre-K between 2001-2002 and 2011-2012.
This brief from the Center on College and Career Readiness and Success catalogs accelerated learning options that are currently being implemented and highlights efforts made both within and across secondary and postsecondary education. An education system that is responsive to the needs of all students must provide students opportunities to move through secondary and postsecondary education at an individualized pace that meets their needs. Accelerated learning serves as a promising tool to provide such opportunities to students.